Digital Commons Network^™

An Autoethnography Journey: Social And Emotional Learning In A Post-Covid Classroom, April Edwards

Masters Theses

In this autoethnography journey, we explore the question, "What resources are available for teachers to use to guide SEL instruction, and how effective are those resources post-pandemic?" Post-COVID-19 pandemic, we noticed that our students needed more social interaction time in the classroom. Student behaviors increased alongside teacher frustration. Districts immediately began to see this struggle in the school systems and the growing concern from parents and teachers. Our children were not taught how to respectfully express their social and emotional needs due to the lack of opportunity to practice with others. During this study, we found that teachers …

Café Con Mucha Leche: The Pasts, Presents, And Futures Of Puertoricanness And Puerto Ricanhood, Anthony Rosado

Masters Theses

The central theme of this text is self-governed naming. I am implementing Black feminist storytelling procedures to write and paint without the “white,” the “male” or the “elitist gaze.” I’m writing an anti-colonial historical narrative about the making of the Puerto Rican people. I am providing to the field of American Studies an Afrocentric narrative–and series of paintings–through an interdisciplinary study of the presence of the African in the Americas. Although many colonial narratives center Spain in histories of Puerto Rico and of Puerto Ricans. I’m rewriting my Afro Puertorriqueño ancestors’ abolition story and collecting my family’s oral histories. I …

Critical Pedagogy And Accountability: An Autoethnographic Analysis Of Race And Embodiment In Tennessee's Teacher Evaluations, Rebecca C. Napreyeva

Masters Theses

The current social climate within the United States has pushed antiracist pedagogies to the forefront of educational discourse in primary, secondary, and post-secondary institutions. Given the fact that the vast majority of public school teachers in primary and secondary schools are white females, the particular ways they approach the instruction of their minority students is of significant importance, as their cultural perspectives are disproportionately represented in classrooms across the country.

This study uses an autoethnographic approach combined with scholarship in critical pedagogy and critical race theory to examine 1) the particular ways that cultural conflict manifests between white female teachers …

Traversing Bourgeois Spaces: How A First-Generation College Student Makes Sense Of The Academy, Tabatha L. Roberts

Masters Theses

This thesis presents an autoethnographic interrogation of the intersections of identity for a first-generation college student (FGC) in the process of becoming an FGC PhD graduate/student. It explores the intersections of social class and power and how both concepts are embedded in educational practices, specifically through interpersonal relationships of teacher/student, and within institutions of higher education. Through the theoretical lenses of co-cultural theory and critical communication pedagogy, and the methodologies of autoethnography and the sensemaking paradigmatic framework it is possible to see how I interrogate my positionality as a working-class first-generation college graduate/student in the context of higher education institutions, …

Pheidippides Revisited, James C. Stockwell

Masters Theses

No abstract provided.